Qué se puede hacer con lo audiovisual en la educación La imagen: un problema trivial con implicaciones básicas     

Pablo del Río 《Cultura y Educación》2013,25(14):5-15

Lo audiovisual está vinculado a dos grandes y graves problemas de la cultura y la educación actuales: la continua renovación en el proceso de estructurar los significados, y las nuevas vías que buscan niños y jóvenes para identificarse y situarse en el mundo, para construir el sentido. Se aboga desde ahí por una renovación profunda de toda la educación y no por la incorporación de un tópico más al diseño curricular.  相似文献   

Highly integrated model assessment technology and tools     

Pablo Pirnay-Dummer  Dirk Ifenthaler  J. Michael Spector 《Educational technology research and development : ETR & D》2010,58(1):3-18

Effective and efficient measurement of the development of skill and knowledge, especially in domains of human activity that involve complex and challenging problems, is important with regard to workplace and academic performance. However, there has been little progress in the area of practical measurement and assessment, due in part to the lack of automated tools that are appropriate for assessing the acquisition and development of complex cognitive skills. In the last 2 years, an international team of researchers has developed and validated an integrated set of assessment tools called highly integrated model assessment technology and tools (HIMATT) which addresses this deficiency. HIMATT is web-based and has been shown to scale up for practical use in educational and workplace settings, unlike many of the research tools developed solely to study basic issues in human learning and performance. In this paper, we describe the functions of HIMATT and demonstrate several applications for its use. Additionally, we present two studies on the quality and usability of HIMATT. We conclude with research suggestions for the use of HIMATT and for its further development.  相似文献   

Effects of running experience on coordination and its variability in runners     

Pablo Floría  Alberto Sánchez-Sixto  Reed Ferber  Andrew J. Harrison 《Journal of sports sciences》2018,36(3):272-278

The purpose of this study was to examine the differences in coordination variability in running gait between trained runners and non-runners using continuous relative phase (CRP) analysis. Lower extremity kinematic data were collected for 22 participants during the stance phase. The participants were assigned to either a runner or non-runner group based on running volume training. Segment coordination and coordination variability were calculated for selected hip–knee and knee–ankle couplings. Independent t-tests and magnitude-based inferences were used to compare the 2 groups. There were limited differences in the CRP and its variability among runners and non-runner groups. The runners group achieved moderately lower coordination compared with non-runners group in the phase angle for hip abduction/adduction and knee flexion/extension. The runners tended to show moderately lower coordination variability in the phase angle for knee flexion/extension and subtalar inversion/eversion in comparison to non-runners group. These results suggested that levels of experience as estimated from weekly training volume had little influence on coordination and its variability.  相似文献   

Physical interactions involving preschoolers and kindergartners in a childcare center     

Bethany Fleck  Pablo Chavajay 《Early childhood research quarterly》2009

This naturalistic observational study described the similarities and differences in physical interactions involving preschoolers and kindergartners within the context of a US childcare facility. It examined patterns of touch involving the children across center and circle activities within the course of their day. Results indicated that preschoolers more often engaged in purposeful forms of physical contact than kindergartners. Of the purposeful forms of physical contact, affectionate touch occurred more frequently involving preschoolers than kindergartners. Together, these findings suggest that the extent and types of physical contact involving preschoolers and kindergartners may serve different developmental needs that are in accordance with children's ages, skills, and the emphasis placed on physical contact in the educational setting.  相似文献   

Sliding mode controller design for linear systems with unmeasured states     

Michael Basin  Pablo Rodriguez-Ramirez 《Journal of The Franklin Institute》2012,349(4):1337-1349

This paper addresses the optimal controller problem for a linear system over linear observations with respect to different Bolza–Meyer criteria, where (1) the integral control and state energy terms are quadratic and the non-integral term is of the first degree or (2) the control energy term is quadratic and the state energy terms are of the first degree. The optimal solutions are obtained as sliding mode controllers, each consisting of a sliding mode filter and a sliding mode regulator, whereas the conventional feedback LQG controller fails to provide a causal solution. Performance of the obtained optimal controllers is verified in the illustrative example against the conventional LQG controller that is optimal for the quadratic Bolza–Meyer criterion. The simulation results confirm an advantage in favor of the designed sliding mode controllers.  相似文献   

Education and international justice     

Pablo Latapi 《Prospects》1973,3(3):317-323

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The increasing role of non-State actors in education policy-making. Evidence from Uruguay     

Mauro Moschetti  Marc Martínez Pons  Eloísa Bordoli  Pablo Martinis 《教育政策杂志》2020,35(3):367-393

ABSTRACT

Over the last decades privatization policies have taken centre stage in many processes of educational reform globally. In Latin America, these policies have played an important role since the 1990s leading to an increasing participation of private agents in educational provision. The case of Uruguay stands out for having remained somehow apart from this privatization agenda. More recently, however, research has identified a significant shift in the discursive order especially driven by a series of new actors including think tanks and civil society organizations favourable to different forms of privatization. Building on case study methods and informed by a cultural political economy (CPE) approach this paper addresses two purposes. First, it attempts to explore possible explanations for the scarce development of the private sector in Uruguayan education. Second, it aims to characterize the discourses and strategies increasingly used by different actors to frame and promote policy ideas potentially leading to privatization policies. The study shows how a small but influential number of actors have become involved in the process of promoting ideas that seek to influence policymaking. Findings reveal how these actors frame school autonomy and accountability as policy solutions by means of different strategies of networking and knowledge mobilization.  相似文献   

Comparing Disaster News on Twitter and Television: an Intermedia Agenda Setting Perspective     

Sebastián Valenzuela  Soledad Puente  Pablo M. Flores 《广播与电子媒介杂志》2017,61(4):615-637

Intermedia agenda setting predicts a high degree of convergence between news media agendas. However, the rise of social media forces a re-examination of this expectation. Using the 8.8-earthquake of February 27, 2010 in Chile as a case study, this article compares which topics were covered by professional journalists on broadcast news and Twitter, analyzing both cross-sectional and longitudinal trends. A positive, reinforcing influence was found among the journalistic agendas of TV and Twitter. However, counter to the idea that social media are echo chambers of traditional media, it was found that Twitter influences TV news more so than the other way around. Thus, the study provides an early lens into the agenda setting function of social media among television news professionals, and its findings are consistent with Twitter succeeding among journalists due to its provision of valuable information.  相似文献   

Bridging the gap between graphical arguments and verbal-symbolic proofs in a real analysis context     

Dov Zazkis  Keith Weber  Juan Pablo Mejía-Ramos 《Educational Studies in Mathematics》2016,93(2):155-173

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Technology as ‘Applied Science’     

Daniel Gil-Pérez  Amparo Vilches  Isabel Fernández  Antonio Cachapuz  João Praia  Pablo Valdés  Julia Salinas 《Science & Education》2005,14(3-5):309-320

The current consideration of technology as ‘applied science’, this is to say, as something that comes ‘after’ science, justifies the lack of attention paid to technology in science education. In our paper we question this simplistic view of the science-technology relationship, historically rooted in the unequal appreciation of intellectual and manual work, and we try to show how the absence of the technological dimension in science education contributes to a naïve and distorted view of science which deeply affects the necessary scientific and technological literacy of all citizens.  相似文献